Schools are encouraged to be Professional Development Unit Providers as the bulk of educator professional learning occurs in the school setting. Schools are also able to issue professional development unit certificates for professional learning that occurred external to the school environment if the organization that provided the professional learning is not an existing professional development unit provider AND if the professional learning opportunity meets the Administrative Rules of Montana related to Professional Development.

How to Apply - Approval to Offer Professional Development Units for Multiple Events

Please complete the following steps to apply to become an Approved Professional Development Unit Provider for Multiple Events:

1. Check to make sure your school is not an Approved Professional Development Unit Provider already by checking the OPI Professional Development Unit Provider Directory. It is possible that someone within your organization has already applied before and you are simply unaware of the existing approval.
2. If your school is not an existing Approved Professional Development Unit Provider, please fill out the Registration form on the Professional Development Unit Provider System.
3. OPI Professional Learning staff (OPIPDUPS@mt.gov) will notify you of the status of your application within seven business days. If approved, OPI Professional Learning staff will provide you with log-in information and instructions for using the Professional Development Unit Provider System.  

Your Responsibility as an Approved Professional Development Unit Provider

Please review the following documents for more information:

• Requirements of Approved Professional Development Unit Providers
• Data Reporting Requirements of Approved Professional Development Unit Providers

The professional learning for your school should match the priorities outlined in the Comprehensive School Improvement Plan (CSIP). Many of the priorities identified may require coordination with professional learning providers outside of your district. The Office of Public Instruction is committed to offering multiple, high-quality professional learning opportunities that are equitably accessible to all Montana educators.

OPI Learning Opportunities Portal

The OPI Learning Opportunities Portal shares information about the professional learning opportunities happening across the state from the OPI and Montana's many other professional learning providers. A calendar is available for any opportunities that are date-based, and a catalog is available for any opportunities that are self-paced or available by contracting directly with a provider.

Teacher Learning Hub

The OPI Teacher Learning Hub is a free, online learning platform that provides over 125 courses for Montana's educators and school personnel. There are courses in most subject areas and other specific topics, such as mental health and behavior, instructional strategies, and school issues and administration. If you are considering using the Teacher Learning Hub as a part of your PIR days, we recommend reviewing Information for School Administrators.

Funding Considerations

While some professional learning is free, many opportunities are not. Depending on your professional learning goals, you may consider applying for funding to support your professional learning plan. The following webpages provide guidance on funding professional development.

Title II, Part A - Supporting Effective Instruction

Title II, Part A grants support the implementation of high-quality, personalized, evidence-based professional learning for teachers, paraprofessionals, instructional leadership teams, principals, or other school leaders that is focused on improving teacher and student learning. The professional learning should be sustained, personalized, and job-embedded rather than stand-alone, one-day, or short-term professional learning. Specific information related to the allowable use of funds can be found in the Montana Title II-A Guidance document.

Title IV, Part A - Student Support and Academic Enrichment

Title IV, Part A grants are intended to improve students' academic achievement by increasing the capacity of state education agencies, local education agencies, and local communities to provide all students with access to a well-rounded education.  The grants may be used to improve school conditions for student learning and to improve the use of technology as it relates to student academic achievement and digital literacy.  School climate and safety are priorities in Montana.  Specific information related to the allowable use of funds can be found in the OPI's Title IV Part A Fact Sheet.

It is important to provide professional learning that results in improved student outcomes. While there has been a shift toward evidence-based strategies used in the classroom, there has been less of a shift to implement evidence-based professional learning for educators. The following resources can help clarify what practices are considered evidence-based for professional learning.

• Effective Teacher Professional Development by the Learning Policy Institute
• Evidence-Based Practices by The State Educational Technology Directors Association (SETDA)
• Powerful Designs for Professional Learning, 3rd Edition by Learning Forward
• What is the research evidence on successful practices for teacher professional learning? compiled by the Regional Educational Laboratory (REL) Northeast & Islands
• What the Research Says About Class Size, Professional Development, and Recruitment, Induction, and Retention of Highly Qualified Teachers: A Compendium of the Evidence on Title II, Part A, Program-Funded Strategies by the Northwest Comprehensive Center at Education Northwest

Professional learning for educators in the state of Montana should follow certain guidelines and standards.  The guidance and standards below can help administrators with professional learning requirements. 

Federal Definition of Professional Learning

The Elementary and Secondary Education Act of 1965 (ESEA) § 8101(42) defines "professional development," specifically noting that professional development activities are to be "sustained (not stand-alone, 1-day, or short term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused..." (ESEA § 8101(42), pg. 401).

Administrative Rules of Montana

There are a number of Administrative Rules of Montana (ARMs) that guide professional learning for education-related personnel, including:

• ARM 10.16.3135 Comprehensive System of Personnel Development (CSPDs) - CSPD is a regionalized structure that provides special education-related professional learning for pre-service and in-service educators, administrators, and paraprofessionals.
• ARM 10.55.601 Accreditation Standards: Procedures - Continuous School Improvement Plans (CSIPs) are developed, implemented, and evaluated yearly by school districts and schools.  The CSIPs include a professional development planning component.
• ARM 10.55.714 Professional Development - The Professional Development ARM specifies the standards that professional development opportunities must meet.
• ARM 10.57.215 Renewal Requirements - The activities that are eligible for renewal units are professional development activities and college credits that are of a planned and structured experience and an activity that provides "exposure to a new idea or skill or an extension of an existing idea or skill."
• ARM 10.57.216 Approved Renewal Activity - Approved renewal unit providers must offer activities that are "deemed appropriate for professional development of licensees in compliance with ARM 10.55.714 and 10.57.215."

Other ARMs address professional learning requirements for specific licenses and endorsements. Additional resources related to licensure can be found on the Montana Educator Licensing website.

Standards

Learning Forward's Standards for Professional Learning "outline the characteristics of professional learning that leads to effective teaching practice, supportive leadership, and improved student results" (2017).  The standards include:

• Learning Communities - "Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment."
• Leadership - "Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning."
• Resources - "Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning."
• Data - "Professional Learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning."
• Learning Designs - "Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes."
• Implementation - "Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long term change."
• Outcomes - "Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards."

Micro-credentials are based upon skills and/or competencies outlined by the micro-credentialing issuer. The micro-credential is awarded upon verification that the participant has demonstrated the skills and/or competencies necessary to earn the micro-credential. The micro-credential is "micro" because it generally takes less time and money to earn a micro-credential when compared to the time and money it takes to earn a traditional degree. Educators who engage in micro-credentialing often provide the micro-credential issuer with artifacts, such as student work samples, lesson plans, and videos, that demonstrate their competencies and skills related to the micro-credential topic.

It's More Than a Badge

Digital badges have been awarded for many years upon completion of an activity. For example, people who have engaged in online learning may be familiar with the concept of earning a badge after completing a module of learning. While micro-credentials often use digital badges, the badges are not simply provided upon completion of a unit of study or after a certain amount of time has passed; instead, the digital badge is awarded after the participant has demonstrated their ability to perform the skills and/or competencies required of the micro-credential. The digital badge can then become a part of the participant's "learner record," similar to a visual resume, that provides specific information regarding the micro-credential, the issuer of the micro-credential, and other important metadata. Therefore, the digital badge is more than an image, and the participant's credentials can be easily verified through the metadata stored within the badge.

Consider Your District's Policies

Districts are able to develop policies related to micro-credentials and how they factor into salary negotiation and collective bargaining agreements. The Office of Public Instruction does not presently accept micro-credentials as professional development units for re-licensure.  However, individual professional development opportunities that are built within micro-credential frameworks may be eligible for professional development units if the provider is an approved professional development unit provider and the event aligns with the Administrative Rules of Montana.

The National Education Association (NEA) has published Micro-credential Guidance to provide considerations for collective bargaining agreements.  In addition, Digital Promise has developed a Micro-credential Policy Map that examines micro-credentials for educators at various levels: higher education, state-level, district-level, and the educator level.

Resources

There are numerous micro-credential providers. This list is not meant to be comprehensive, and educators should always work with district personnel regarding any approval processes related to micro-credentials.

• BloomBoard - BloomBoard is a platform used for micro-credentials and micro-certification.  BloomBoard’s competencies have been aligned with InTASC and PSEL standards. BloomBoard also offers a pre-candidacy support program for educators seeking National Board Certification. Other categories include Classroom Management, School Climate, Student Engagement, and 21st-Century Skills.
• Digital Promise - Digital Promise, an independent, bipartisan nonprofit, is working to close the digital learning gap.  They have developed micro-credentials for educators by partnering with well-known educational experts.  Micro-credentials are available in nearly 100 categories, including Collective Leadership, Service Learning, and Teaching Rural Students from Poverty.  Some micro-credentials are free, and some are not.
• National Education Association Micro-Credentials (NEA) - The NEA has developed personalized, flexible, and job-embedded competencies in many categories, such as Bully Free Schools, Educators Ethics, Effective Paraeducator-Teacher Teams, Instructional Coaching, Restorative Practices, and ESSA, just to name a few.  The micro-credentials are free.
• PBS Media Literacy Educator Certification - PBS (Public Broadcasting Service) has developed a media literacy micro-credential that is free for educators.  Earning the eight micro-credentials allows educators to become PBS Certified Media Literacy Educators. 

Montana provides a state stipend to teachers who receive National Board Certification from the National Board for Professional Teaching Standards (NBPTS). The current program was enacted into law by the 2017 Montana legislature. 

Since the legislation was partially aimed at helping the recruitment and retention of teachers at impacted schools, the stipend amount is higher for teachers at schools with critical educator shortages and those schools who qualify for school wide free and reduced lunch. 

More information about the National Board Teacher Stipend Program can be found on the Educator Recruitment & Retention website.

Districtwide and/or schoolwide planning for professional learning is addressed in the Administrative Rules of Montana (ARM), specific state and federal grant programs, and Montana's Consolidated State Plan Under the Every Student Succeeds Act. The following guidelines and statutes clarify the responsibilities of administrators in the planning process:

• ARM 10.55.714 Professional Development -

  (1) Professional development: 

  (a) shall be aligned with the district graduate profile and educational goals outlined in the district integrated strategic action plan described in ARM 10.55.601;

  (b) shall be provided to address safety, well-being, and mental health of students and staff;

  (c) focuses on teachers as central to student learning and includes all other members of the school community;

  (d) focuses on individual, collegial, and organizational learning, reflection, and growth;

  (e) respects and nurtures the intellectual and leadership capacity of teachers, principals, and others in the school community by incorporating active learning and adult learning theory;

  (f) reflects research and demonstrates models of effective practice in teaching, learning, and leadership;

  (g) enables teachers to develop further experience in subject content, teaching strategies, uses of technologies, and other essential elements in teaching to high standards;

  (h) offers opportunities for feedback and reflection;

  (i) is ongoing and sustained;

  (j) is planned collaboratively by those who will participate in and facilitate that development;

  (k) requires substantial time, other resources, and where practical provides coaching and expert support;

  (l) is job-embedded to encourage teachers to meet, share, collaborate, and grow their practice;

  (m) is driven by a coherent long-term plan; and

  (n) is evaluated on the impact of professional development on teacher effectiveness and student learning, and the results of this assessment guides subsequent professional development.

  (2) Teachers and specialists shall annually complete professional development pursuant to the requirements of 20-1-304 and 20-4-304, MCA, including a minimum of three pupil instruction related (PIR) days dedicated exclusively to professional development.

  (a) A professional development PIR day shall constitute six hours of contact time.

  (b) A school district may divide a professional development PIR day into no fewer than two-hour blocks of contact time.

  (c) A professional development block may be held on the same day as a pupil instruction day, but a school district shall not schedule a professional development PIR day to convene simultaneously with a pupil instruction day.

  (3) The local board of trustees shall establish an advisory committee to evaluate the school district's current school year professional development plan; and develop and recommend a plan for the subsequent school year, which is a required component of the integrated action plan outlined in ARM 10.55.601.

  (a) The advisory committee shall include, but not be limited to, trustees, administrators, and teachers. A majority of the committee shall be teachers.

  (b) Each school year the local board of trustees shall adopt a professional development plan embedded in the district integrated strategic action plan for the subsequent school year based on the recommendation of the advisory committee.

  (c) The plan recommended by the advisory committee and adopted by the local board of trustees shall outline how, when, and from whom teachers and specialists shall meet their professional development PIR day expectations.

  (d) The plan adopted by the local board of trustees must take into consideration the advisory committee's recommendations and include two professional development PIR days in October during which schools must close in order to permit teachers and specialists to attend the annual professional development meetings of state professional associations.

  (e) The adopted plan may include alternatives but shall not interfere with or prohibit teacher and specialist attendance at the annual October professional development meetings of state professional associations.

  (f) Teachers and specialists who do not attend the annual professional development October meetings of state professional associations or school district plan approved alternative professional development PIR days shall not be paid for the days they are absent.

  (g) Teachers, specialists, administrators, and school districts shall not substitute for professional development PIR day purposes professional development opportunities not specifically outlined in the school district's adopted professional development plan.

  (h) The local board of trustees shall make their plan available to employees and the public.

• ARM 10.55.601 Accreditation Standards Procedures -

  To ensure a learner-centered system and establish a plan for continuous education improvement, the school district shall develop, implement, monitor, and evaluate an integrated strategic action plan and make the plan publicly available. To align with local context and needs, the district integrated strategic action plan shall be updated at least every three years based on a comprehensive needs assessment with meaningful stakeholder input and feedback that comply, at a minimum, with applicable requirements in Title 2, chapter 3, part 1, MCA.  The plan must clarify what specific steps must be taken to achieve the district graduate profile and reflect a continuous improvement process.

  (4) Each plan shall include:

  (e) a professional development component, in accordance with ARM 10.55.714;

  (5) The local board of trustees shall report and submit their adopted integrated strategic action plan to the Superintendent of Public Instruction.

• Specific federal and state grant programs 
• The Every Student Succeeds Act 

Creating Professional Learning Plans

A comprehensive professional learning plan contains many components. Learning Forward has developed a workbook to help districts and schools isolate needs and develop short- and long-term professional learning plans.

• Professional Learning Plans: A Workbook for States, Districts, and Schools by Learning Forward

Funding Considerations

While some professional learning is free, many opportunities are not. Depending on your professional learning goals, you may consider applying for funding to support your professional learning plan. The following webpages provide guidance on funding professional development.

• Title II, Part A - Supporting Effective Instruction

Title II, Part A grants support the implementation of high-quality, personalized, evidence-based professional learning for teachers, paraprofessionals, instructional leadership teams, principals, or other school leaders that is focused on improving teacher and student learning. The professional learning should be sustained, personalized, and job-embedded rather than stand-alone, one-day, or short-term professional learning. Specific information related to the allowable use of funds can be found in the Montana Title II-A Guidance document.

• Title IV, Part A - Student Support and Academic Enrichment

Title IV, Part A grants are intended to improve students' academic achievement by increasing the capacity of state education agencies, local education agencies, and local communities to provide all students with access to a well-rounded education.  The grants may be used to improve school conditions for student learning and to improve the use of technology as it relates to student academic achievement and digital literacy.  School climate and safety are priorities in Montana.  Specific information related to the allowable use of funds can be found in the OPI's Title IV Part A Fact Sheet.

Login to the Professional Development Unit Provider System

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User Tutorials

Professional Development Unit Provider System User Manual (opens in new window)

• Topics include: Administrative Rules of Montana, Accessing PDUPS, Changing your Password, Reporting Events, Issuing Certificates, Revising Existing Events, Managing Usernames and Account Access, and Special Considerations for Continuously Available Asynchronous Professional Development Unit Activities and Virtual Conferences. 

We have compiled information and resources for administrators to help with the integration of the Teacher Learning Hub in professional development planning.  If you are considering using the Teacher Learning Hub as a part of your PIR days, we recommend reviewing Information for School Administrators.

Ideas for Integrating the Hub with Your District's Professional Development Planning

• PIR Days - Align your PIR days for time to discuss the course in-person and for teachers to talk about the implementation of new strategies learned during the course. Continue to discuss the strategies and the implementation at meetings throughout the year.
• Professional Learning Communities - Have teachers take the course of their choice and then group the teachers together by their choice upon completion.
• Teacher-Leaders - Help to develop the teacher-leaders in your school/district by planning professional development that blends face-to-face meetings with online facilitated and self-paced courses. Teacher-Leaders can create face-to-face meetings and provide guidance to others. 
• Student Achievement Data - Invite teachers to analyze their student achievement data and select the courses that are aligned with areas of improvement. After educators have taken the courses and implemented strategies, have the educators compare the data before the course and after the implementation of the strategies learned.
  • Select one of our math courses (STREAM) based off your Smarter Balanced Category report. While all courses cover all three claims, the Primary Claim for each is listed here. 
• Vertical Teaming - Have teachers all take the same course or by grade band, then meet with multiple grade levels to discuss what this looks like from grade to grade and create a coherent scaffolded curriculum. Grade band examples:
  • STREAM: Number Systems and Operations (K-3) and Number Systems and Operations (4-7)
  • STREAM: Algebraic Thinking (K-5) and Algebraic Thinking (6-7)
  • STREAM: Math Practices (K-8) and Math Practices (HS) 
  • Course great for vertical teaming across all grade levels: Crosscutting Concepts: Making Learning Real Through the Big Picture

We make every attempt to list all professional learning opportunities for educators on the OPI Learning Opportunities Portal. The following webpages also contain additional professional learning opportunities that you may be interested in!

• 21st Century Community Learning Centers Professional Development
• Alcohol and Drug Prevention
• Assessment Professional Development
• Bullying Prevention
• Career and Technical Education Professional Development
• Comprehensive System of Personnel Development (CSPD)
• Computer Science Standards
• Driver Educators
• Educator Evaluation
• Emergency Planning and Safety Professional Development
• English Language Arts and Literacy Standards
• English Learners Professional Development
• Every Student Succeeds Act (ESSA) English Language Arts
• Every Student Succeeds Act (ESSA) Math
• Every Student Succeeds Act (ESSA) Graduation Rates
• Every Student Succeeds Act (ESSA) Targeted Subgroups
• Health Enhancement Standards
• Homeless Children and Youth Program Professional Development
• Indian Education for All Professional Development
• Information Literacy - Library Media Standards
• Mathematics Standards
• Montana Autism Education Project (MAEP)
• Montana Suicide Awareness and Prevention Training
• Multi-Tiered Systems of Support Professional Development
• Science Standards
• School Finance Training
• School Safety Professional Development Grant
• Sex Trafficking and Sexual Abuse Professional Development
• School Nutrition Training Opportunities
• Social Studies Standards
• Special Education Professional Development
• Technology Standards

TO DO ADD FAQ MODULE